EDUC 55 REVIEWER

CLUES:

Progressivism- focus on child/ students than the curriculum, teaching reforms

Existentialism- existence- free and responsible agent, authentic self

Essentialism- essential subjects- reading, science, literature

Social reconstructionism- society’s need, social order, new society

Perennialism- curriculum should only include universal and unchanging truths

Experimentalism- cope with changes

Zen Buddhism- cultivation of reflective and meditative skills in teaching

Confucianism- deep natural religiosity, moral character

Idealism- indoctrination to accept teachings, Virtue, church, foster faith, Christianity

Taoism- natural way

Buddhism- free from communal narrowness and favoritism

Hinduism- knowledge is pass to generation to generation

Christian- focus on faith in God, Scriptures

PHILOSOPHY OF EDUCATION

SARACEN

- synonymous with “Muslim”

- focus on reconciling reason and faith
- develop critical thinking skills

Influence to Educational Systems and Practices

1. Emphasis on the importance of seeking knowledge and understanding- education is vital part
of spiritual and intellectual development and growth of human being
2. Education should be accessible to all- Free for all regardless of social/ economic status
3. Development of critical thinking skills- ask questions, seek answers, think independently
4. Content of education- fields such as math, science, medicine are integrated to curricula

ESSENTIALISM

- people and things have natural and essential characteristics

- accumulated wisdom of civilization must passed from teachers to students

Goals:
- instill academic knowledge, patriotism, and character development
- ensure common culture for all citizens

Beliefs:
- students should be taught as model citizens
- Teachers should teach traditional moral values and virtues
- mastery learning
- core knowledge could change

Curriculum:
- Literature
- Natural Science
- Foreign literature
- Mathematics
- History

EXISTENTIALISM

- individuals are responsible for generating their own meaning and purpose in life
- freedom, choice, self-awareness, self-discovery
- promote rejection of society’s standards and expectations
- teachers must facilitate choices for students.
- Jean-Paul Sartre- freedom and responsibility

Conditions of human existence:

- Actions
- Emotions
- Responsibilities
- Thoughts
- Meaning or purpose of life

Beliefs:
- values are construct through their choices
- If one does not make a choice, they are not living authentically

HINDUISM
- comprises varied systems of philosophy, beliefs and ritual
- pass skills and knowledge from generation to generation
- ranking and evaluating students

BUDDHISM
- developed from teachings of Buddha
- played central role in the spiritual, cultural and social life of Asia
- free from communal narrowness
- there was no favoritism on the basis of caste
- faith is the center of education
- corporal punishments were forbidden

ZEN BUDDHISM
- more or less meditation
- direct observation of someone's nature without the interference of the intelligence
- building student's righteous, intellectual, and physical growth
- includes the practice of discovering one's own mind.

CHRISTIAN
- it aims to reconcile science and faith through Christian revelation
- glorification of God
- Christian faith & improvement of academic collaborate in the pursuit of truth & understanding
- drawing knowledge from genuine statements in the Bible
- employ the language of the Scripture effectively in each subject

Patristics- movement of the Christian community

Scholasticism- use to manifest Christian philosophy

CONFUCIANISM

● Confucius - Mastery of the six arts such as ritual, music, archery, charioteering,
calligraphy, and arithmetic.
● concerns inner virtue, morality, and respect for the community and its values
● main idea of philosophy is to give importance to moral character.
● Confucian curriculum is essentially holistic, comprehensive, and integrated.
Influence to Educational Systems and Practices:
1. Learners are called to internalize and apply the contents learned through self-cultivation
and social interaction.
2. Learning learner-focused,and the teacher responds empathetically to students individual
needs.

TAOISM
● whole-bodied and harmonious relations of individual, society, and nature.
● Laozi is a Chinese honorific, generally translated as "the Old Master.”
Influence to Educational Systems and Practices:
● Aesthetical Taoism values the whole-bodied curriculum to integrate existential condition
and spiritual consciousness for educating and nurturing.
● education aims to cultivate a person with the prospect of growing for Moral “德” in the
Field (場域) of “the Natural Way” (道)

SOCIAL RECONSTRUCTIONISM
● Is an educational philosophy that views schools as tools to solve social problems that
focused on reconstructing society.
● Karl Marx - explores issues related to the struggles experienced among different social
classes and problems of capitalism.
● George S. Counts - Dare the Schools Build a New Social Order.
● Theodore Brameld - he called for a new social order that challenged social inequities like
prejudice, discrimination, and economic exploitation
● Paulo Freire - known for his book, Pedagogy of the Oppressed, which was first published
in Portuguese in 1968.
Influence to Educational Systems and Practices:
1. Transformative change

PERENNIALISM
● Identified as a very conservative theory of education.
● Rooted in the following schools of thought: idealism, realism, and neo-thomism.
There are two main types of Perennialist:
- Ecclesiastical Perennialists follows the Christian doctrine.
- curriculum taught by this group focused on developing intellect while stressing faith
and reason by creating a relationship with God
- Lady Secular - LAY (SECULAR) PERENNIALISTS - emphasized a strong liberal arts
curriculum that included: “philosophy; mathematics; history; geography; political
science; sociology; theology; languages and literature; physical and life sciences; and the
fine arts and humanities”
Influence to Educational Systems and Practices:
1. The educational focus of perennialism is on finding universal truths and absolutes
associated with reason and faith (Webb et. al., 2010).
2. perennialism is based upon the belief that there are everlasting ideas and universal truths.
 3. the primary goal of education within this philosophy is to search for and disseminate
truth. In addition, this philosophy of education advocates for the cultivation of human
intellect.

POST-MODERN
● is also called postmodern constructivism.
● a broad movement that developed in the mid-20th century as a reaction against the
assumptions and ideologies of modernism.
Influence to Educational Systems and Practices:
1. Decentering - refers to the idea that there is no fixed or objective center to reality or
knowledge and that all perspectives are equally valid.
2. Fragmentation - refers to the belief that reality is not a cohesive whole but rather a
collection of disparate and disconnected parts.
3. Constructivism - the idea that knowledge and reality are constructed by individuals or
groups rather than discovered or revealed.
4. Relativism - refers to the belief that there is no absolute truth or objective reality and that
all truth claims are relative to the individual or culture making them.
5. Simulacra and Simulation - is the idea that in postmodern society, reality is replaced by
images or representations of reality, and the distinction between the two becomes blurred.
6. Language and representation - are also important concepts in postmodernism, which
refers to the idea that language and representation shape reality and knowledge, and that
they are inherently unstable and open to multiple interpretations.
7. Power and knowledge - refers to the belief that knowledge and power are intertwined
and that knowledge is used to maintain social control and hierarchy.
8. Paradox and Ambiguity - the idea that postmodern reality is marked by paradox,
contradiction, and ambiguity and that these features should be embraced rather than
denied or resolved.

PROGRESSIVISM
● Progressivism holds that it is possible to improve human societies through political
action.
● seeks to advance the human condition through social reform based on purported
advancements in science, technology, economic development, and social organization.
Influence to Educational Systems and Practices:
1. Progressivism in Education - Education is centered around the present life itself.
2. Progressivism and the Teacher - The teacher has to meet the needs of pupils as good
human beings.
3. Progressivism and the School - School is a cooperative enterprise, it provide conducive
environment for democratic growth of the child.
 LAWS RELEVANT TO THE TEACHING PROFESSION

Republic Act 9155 - It is an act that institute a framework of government for basic education,
establishing authority and accountability, and for other purposes.
Republic Act 10912 - The Continuing Professional Development Act of 2016
RA 9710 - signed by former President Gloria Macapagal Arroyo on August 14, 2009
RA 8491 - I. During the flag raising ceremony, the assembly shall stand in formation facing the
National Flag.
II. At the moment the first note of the National Anthem is heard, everyone shall come to
attention: moving vehicles shall stop.
III. At the moment the first note of the National Anthem is heard, everyone shall come to
attention: all persons present shall place their palms over their chest, those with hats shall
uncover.
IV. All government offices, including national or local government units and educational
institutions, shall observe flag raising ceremony every Monday morning.

RIGHTS AND PRIVILEGES

Rights
- societal norms in the form of freedoms by virtue of being citizens
- considered as fundamental and absolute
Privilege
- special benefit granted to an individual or a group based on status, class, rank, title, or special
talent
- special right not available to all and restricted to a chosen few in the society

Right vs Privilege
1. Right is available to all citizens while privilege is granted to individuals based on status
2. Right to vote was a privilege but now it is a right
3. Many of the rights today were once privileges granted to higher classes
4. Many of the rights today were once privileges granted to higher classes
5. Privileges are conditional ile rights are inherent

Education, Science and Technology, Arts, Culture, and Sports

The 1987 Philippine Constitution Article XIV, Section 5

-Academic freedom shall be enjoyed in all institutions of higher learning

- Every citizen has a right to select a profession
- The State shall enhance the right of teachers to professional advancement.

Batas Pambansa Blg. 232

Education Act of 1982
An Act Providing for the Establishment and Maintenance of an Integrated System of Education
Teachers as Persons in Authority
Commonwealth Act No. 578
June 8, 1940

Magna Carta for Public School Teachers

Republic Act No. 4670
June 18, 1966

Promote and improve:

1. the social and economic status of public school teachers;

2. their living and working conditions;
3. their terms of employment; and,
4. career prospects

Teaching Hours- 6 hours

BECOMING A GLOCAL TEACHER

A globally competitive teacher:
- Has knowledge of world, critical global issues and their local impacts, and the cultural
backgrounds of learners
- Has to manifests intercultural sensitivity and acceptance of difference and incorporates this
knowledge and sensitivity into classroom practice

Global Education Goals (UNESCO)

- To develop countries worldwide and is aimed at educating all people in accordance with world
standards.
- Increased knowledge about the peoples of
the world to resolutions of global problems.
- Increased fluency in foreign languages
- Development of more tolerant attitudes towards other cultures and people.

Vision
Towards inclusive and equitable quality educational lifelong learning for all

Sustainable Development Goal (SDG) 4

- Universal primary and secondary education
- Early childhood development and universal pre-primary education
- Equal access to technical/ vocational and higher education
- Relevant skills for decent work
- Gender equality and inclusion
- Universal youth literacy
- Education for sustainable development and global citizenship
A global teacher should be equipped with:
- Wider range of knowledge of the various educational systems
- Master skills and competencies which can address global demands
- Possess attitudes and values that are acceptable to multicultural communities.

Glocal Education
- understanding the differences and teaching the different cultural groups in their own context to
achieve the goals of global education

Glocal Teacher
- competent and armed with enough skills, appropriate attitude and universal values
- someone who thinks and acts both locally and globally with worldwide perspectives but is
teaching where he is situated

A Glocal Filipino Teacher must:

- Understand how this world is interconnected.
- Recognize that the world has rich variety of ways of life.
- Have a vision of the future and sees what the future would be for himself and the Students
- Be creative and innovative
- Understand, respect and tolerant of the diversity of cultures.
- Believe and take action for education that will sustain the future.
- Facilitate digitally meditated learning
- Possess good communication skills
- Aware of international teacher standards and framework
- Master the competencies of the beginning teacher in the Philippine Professional Standards for
Teachers

Master Plan for Teacher Education:

- Cultural and historical rootedness
- Ability to contextualize teaching
- Excellence in personal and professional competence, leadership, research, technology
innovation and creativity
- Responsiveness through social involvement and service
- Accountability and integrity – role model with strong moral character
- Ecological sensitivity – steward of the environment
- Nationalism/ Filipinism – by being responsible citizen
- Faith in the Divine Providence
 COMPETENCY FRAMEWORK AND STANDARDS

➢ SEA-TCF - SOUTHEAST ASIA TEACHERS COMPETENCY FRAMEWORK

- consists of four essential competencies and twelve general competencies that
high-performing teachers in the region must possess.

SEA-TCF Essential Competencies

1. Knowing and understanding what to teach is the ability of teachers to deepen and broaden
their knowledge of what to teach, understand education trends, policies, and curricula and be
updated on local, national, regional, and global developments.
2. Helping students learn is the ability to know their students, use the most effective teaching
and learning strategy and assess and give feedback on how students learn.
3. Engaging the community is the ability to partner with parents and caregivers, involve the
community to help students learn, and encourage respect and diversity.
4. Becoming a better teacher every day is the ability to know oneself and others, practice
human goodness and then master the teaching practice.

➢ PPST - PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

PPST aims to:

a. set out clear expectations of teachers along well-defined career stages of professional
development from beginning to distinguished practice;
b. engages teachers to actively embrace a continuing effort in attaining proficiency; and
c. applies a uniform measure to assess teacher performance, identify needs, and provide support
for professional development.

The PPST shall be used as a basis for all learning and development programs for teachers
to ensure that teachers are properly equipped to effectively implement the K to 12
Program.

7 Domains of PPST
● Domain 1, Content Knowledge and Pedagogy
● Domain 2, Learning Environment
● Domain 3, Diversity of Learners
● Domain 4, Curriculum and Planning
● Domain 5, Assessment and Reporting
● Domain 6, Community Linkages and Professional Engagement
● Domain 7, Personal Growth and Professional Development

Career Stages in PPST

 CONTINUING PROFESSIONAL DEVELOPMENT

CPD - Continuing Professional Development

- is a lifelong learning process which aims to enhance the competence of the professional
by upgrading and updating knowledge and skills for the profession

Philosophical Bases of CPD

“Growth is an evidence of Life.” - This implies anything that is alive grows or anything that
grows is alive. So a teacher who is alive grows physically, psychologically, mentally, socially,
emotionally, and spiritually. If he/she don’t grow, it means he/she is no longer alive.

“Man/ woman is an unfinished project.” For a professional teacher, he/she is always in the
process of becoming better and better as a person, and as a professional teacher. No person, no
professional can claim he/she has already “arrived” at a state of perfection.

Historical and Legal Bases of CPD

The Historical and Legal bases of CPD even before the enactment of the CPD Act of 2016. CPD
was already alluded to in the 1987 Philippine Constitution.
Section 5, Paragraph 4, states: “The States shall enhance the right of teachers to professional
advancement.”

Other Laws citing CPD

1. BATAS PAMBANSA 232, the education Act 1982
2. REPUBLIC ACT 9155, an act instituting a framework of Government for Basic Education,
establishing Authority and Accountability, renaming the Department of Education, Culture and
Sports as the Department of Education, and for other purposes
3. REPUBLIC ACT 7836, the teacher’s professional Act
4. Resolution No. 435, s. 177, Code of Ethics, Article IV, Section 3
5. Executive Order No. 266, Institutionalization of the Continuing Professional Education (CPE)
6. REPUBLIC ACT 10912, Continuing Professional Development Act of 2016
7. Professional Regulatory Board for PT Resolution No. 11, series of 2017

Ways to Earn Credit Units

● Professional Track
- Training provided by CPD providers accredited by PRC
- Participate to training by CPD Council
- Serve as a resource speaker, trainer or demonstration teacher
- Panelist/ reactor, facilitator/moderator
- Assigned by CPD Council to monitor the conduct of an approved CPD program

Academic Track
- Completion of Master’s Degree
- Completion of candidacy to the doctorate program
- Completion of the doctorate program
- Completion of a post-doctoral diploma
- A recipient of a professorial chair grant, and/ or fellowship grant

Self-directed Track
- Trainings offered by non-accredited CPD providers
- Serving as accreditor (e.g. ISO, ISA, PACUCOA, PAASCU, AACCUP, etc.)
- Study tours and socio-civic activities using the profession

Productive Scholarship
- Has developed program/training module, curriculum guide, or any resource material
- Has written an article in a professional magazine or a technical/ research paper
- Writes a book or monograph or produces an invention or creative work
- Professional and/or lifetime achievement awards

CPD Practices of High Performing Countries

CPD in Singapore
- First to institutionalized PLC
- “School as Learning Organization”
- Every teachers is entitled to 100 hours/ year of optional training
- Schools are encouraged to provide teachers at least 1 hour/ week to engage in PD
initiatives
CPD in Finland
- Plan and develop curriculum

CPD in Japan
- “lesson study”
- Teachers and lessons are being observed
- Theme and frequency of research lessons
- Refine, consult, reflect, learn and build
- Public research lessons

CPD in New Zealand

- Funds for teachers
- Observe and confer

Characteristics of Effective CPD

Effective CPD should be
- Continuous
- Collaborative
- Focused on a specific teacher needs
- Job embedded
- Given enough time
- Funded